Parkview Academy

What Ofsted said

From the inspection on 15 July 2025

Most pupils behave well in school. Clear and consistent routines ensure that pupils understand what staff expect of them. Pupils trust adults to help them if required. A culture of mutual respect, built on positive relationships, fosters a sense of community and calm. Everyone enjoys social times where pupils can chat respectfully about their opinions and aspirations for the future. In lessons, pupils typically pay attention to their teachers and follow instructions well. Many pupils have significant gaps in their skills and knowledge due to receiving a disrupted education in the past. The school does not support pupils effectively in addressing these gaps. These gaps include pupils' ability to read, write and use mathematics fluently. This prevents pupils from building a secure foundation of knowledge that prepares them for further learning. Staff show deep care for pupils' happiness and well-being. They carefully select enriching experiences that reflect pupils' interests, for example joining the army cadets or learning how to fish. Pupils learn to cook and manage finances. They regularly go out in the community and interact positively with new people and use public transport safely. This enables pupils to develop important life skills that prepare them for independent living.

What the school should improve

• Support for pupils at the earlier stages of reading is not prioritised. Systems to check how well pupils can read and spell are imprecise. There are currently no systematic processes in place to address gaps in pupils' fluency and comprehension. The school should ensure that staff have the skills and expertise to support pupils in learning to read and write with increased fluency and confidence.
• There are inconsistencies in how well the curriculum is adapted to meet pupils' needs and the aims in their EHC plans. This hinders pupils' progress through the curriculum from their different starting points. The school must ensure the curriculum and teaching are well matched to pupils' needs, and pupils build their knowledge and skills securely over time to meet the targets set out in their EHC plans successfully.
• The school does not ensure that staff check how effectively pupils are achieving the aims of the curriculum. This means that subsequent teaching does not address gaps in pupils' knowledge. In addition, the school is unable to evaluate how effectively staff are helping pupils to achieve well. The school should ensure that staff have the expertise and understanding of how to identify what pupils know and can do accurately, so that they can use this information to inform future teaching.
• The proprietor does not have robust systems for oversight or assurance of the quality of education. School improvement planning lacks precision and accuracy. This means the proprietor does not receive robust information to identify and evaluate the school's areas for improvement strategically. The proprietor should ensure that systems to evaluate the school's work and hold its leaders to account are strengthened.

Read the full Ofsted report (opens in a new tab)